Outline

Overview

Students will participate in professional learning experiences that integrate theoretical knowledge with clinical experience to prepare for the professional workplace. Students will cover issues in collaborative professional relationships, ethics, cultural responsiveness, service level response to caseloads, compliance with legalisation, consideration and integration of new technology into practice, and ongoing personal and professional development. As a critical part of building and extending their professional learning skills, students complete a group quality improvement project (typically at an external site).

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	CSCD4053
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Robyn Johnson, robyn.johnson@sydney.edu.au
Lecturer(s)	Robyn Johnson, robyn.johnson@sydney.edu.au
	Melissa Brunner, melissa.brunner@sydney.edu.au
	Anita MY Wong, anitamy.wong@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	QI Group Project Learning contract QI Group Project Learning contract (child/adult)	0%	Week 03 Due date: 22 Aug 2025 at 23:59 Closing date: 01 Sep 2025	2 pages	AI allowed
Outcomes assessed:
Written work	Mock Job Application & CV Mock Job application & CV (child/adult). Any AI use must be declared	25%	Week 05 Due date: 05 Sep 2025 at 23:59 Closing date: 15 Sep 2025	5 pages	AI allowed
Outcomes assessed:
Creative work	Critical appraisal and culturally appropriate redesign of a health social media post Critical appraisal and redesign of a health social media post - PAIRED. All AI use must be declared.	20%	Week 09 Due date: 10 Oct 2025 at 23:59 Closing date: 20 Oct 2025	5 pages	AI allowed
Outcomes assessed:
Presentation	QI Group Project site presentation and written report Recording+report to be submitted. All AI use must be declared.	40%	Week 12 Due date: 31 Oct 2025 at 23:59 Closing date: 10 Nov 2025	10 min presentation Max 2000 word report	AI allowed
Outcomes assessed:
Conversation	QI Project Group oral reflection Group oral reflection on process of project and transferable skills. AI only allowed to structure the discussion, not to complete the reflection, and must be acknowledged	15%	Week 13 Due date: 03 Nov 2025 at 13:00 Closing date: 03 Nov 2025	15 minutes	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Students must complete all tasks to pass this unit of study. Failure to complete all assessments will result in a Fail grade, regardless of the cumulative total of marks.

Apart from the reflection, AI may be used. You must declare what you used and how you used it, for example you may use tools such as Grammarly, Quillbot and Writefull to edit and improve your writing.

If using generative AI, we recommend using only University endorsed systems such as Microsoft Copilot, Cogniti (Vanilla ChatGPT4 is useful) or ChatGPT. Please be very careful about the information you upload and download - generative AI can provide incorrect information.

Detailed information for each assessment can be found on Canvas:

Mock job application & CV: Students will prepare a curriculum vitae and two job application letters for speech pathology positions. One job application is for a standard private practice position and the other application is for a position in the public health sector.
- Be careful not to put personal details into any AI.
Critical appraisal and culturally appropriate redesign of a health social media post (in pairs): Students will identify and describe a health social media post, critically appraise the post, then redesign the post and develop an action plan for dissemination.
Quality Improvement Project (in groups):
- Group Learning contract: In groups, students will submit a project contract, clearly defining the goals of their project, with negotiated time frames and workloads. Students will allocate roles and responsibilities for each group member, and predict and develop strategies for overcoming barriers, work health and safety factors, and ethical issues in order to complete their project.
- Site presentation and report:
  - Group presentation: Students will present the outcomes of their project to the contact professional at their site (and their team as appropriate). Students will record the presentation and submit it with the report to the one assignment box. Each group will provide a presentation, examples of their work, and be prepared to answer questions from the unit of study coordinator and peers on all aspects of the project. This must be recorded and the recording submitted along with the report below.
  - Group written report: Students will hand over a collaboratively written report to their site including the aims, method, results and recommendations from the project. This must be submitted along with the recording above.
- Group oral reflection: Students will engage in a reflective conversation in class, addressing group dynamics, working relationship with their contact professional and the project outcomes. NO AI.
Attendance: This is a capstone unit on workplace readiness for final year students. Students must attend at least 80% of lectures. A certificate of attendance is provided, and uploaded as a completed task for CSCD4053 (linking this unit to the student’s penultimate or final placement in CSCD4053).

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Written assignments are due 11.59pm on the day outlined in Canvas. Submission after this time is deemed late. 5% is deducted from the mark for each day it is late. After 10 days the assignment is not marked. Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to professional issues: Quality and quality improvement	Lecture (2 hr)
Week 01	Quality and quality improvement	Tutorial (1 hr)
Week 02	Introduction to professional issues: Getting a good start - recruitment and negotiation	Lecture (2 hr)
Week 02	Quality improvement project	Tutorial (1 hr)
Week 03	Work readiness: Promoting health literacy	Lecture (2 hr)
Week 03	Quality improvement project	Tutorial (1 hr)
Week 04	Work readiness: Technology and digital literacy in speech pathology	Lecture (2 hr)
Week 04	Quality improvement project	Tutorial (1 hr)
Week 05	Work readiness: Work skills - learning and attitude	Lecture (2 hr)
Week 05	Quality improvement project	Tutorial (1 hr)
Week 06	Work readiness: independence and teamwork	Lecture (2 hr)
Week 06	Quality improvement project	Tutorial (1 hr)
Week 07	Work readiness: ethical practice	Lecture (2 hr)
Week 07	Quality improvement project update and support	Tutorial (1 hr)
Week 08	Navigating diversity: Engaging with people from diverse backgrounds in the workplace	Lecture (2 hr)
Week 08	Quality improvement project update and support	Tutorial (1 hr)
Week 10	Navigating diversity: Culturally responsive practice	Lecture (2 hr)
Week 10	Quality improvement project update and support	Tutorial (1 hr)
Week 11	Continuing professional development: Career planning	Lecture (2 hr)
Week 11	Quality improvement project update and support	Tutorial (1 hr)
Week 12	Continuing professional development: Students' choice topic	Lecture (2 hr)
Week 12	Quality improvement project update and support	Tutorial (1 hr)
Week 13	Continuing professional development: Reflective practice in action - project group reflections	Presentation (2 hr)
Week 13	Continuing professional development: Reflective practice in action - project group reflections (continued)	Presentation (1 hr)

Attendance and class requirements

Students are required to attend 80% of scheduled lectures.

During tutorial times, students will have the opportunity to meet with the lecturer/tutor to plan, prepare or evaluate quality improvement project activities. The final week of classes will be used for project group reflections in class.

Students must not organise other clinical or academic activities during scheduled class times.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Selected readings will be provided on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate an understanding of the scope and nature of speech pathology in a range of contexts to consider individual and service level outcomes
LO2. Reflect and analyse your personal and professional experiences and skills in relation to the Professional Standards (2020) to inform professional development needs, and relevant evidence of skills and experiences to aid completion of a professional portfolio and applications for jobs
LO3. Understand and evaluate your role to engage in effective peer and interprofessional collaborative practice to manage service projects
LO4. Demonstrate interprofessional written and oral communication skills that are responsive to the needs of individuals and communities
LO5. Contribute to safe and quality services by collaborating in the planning or evaluation of a speech pathology service through quality improvement projects
LO6. Demonstrate an understanding of the principles of reciprocal learning of speech pathology colleagues’ students, services users, leaders, and elders
LO7. Identify strategies for managing ethical issues involved in providing clinical services, consistent with Speech Pathology Australia Code of Ethics (2020)
LO8. Reflect on and establish postgraduate methods to facilitate staying abreast of speech pathology, government and legislation changes which impact on practice
LO9. Advocate for professional development needs and the speech pathology profession as demonstrated in your project contract negotiations, resultant project outcomes and your job applications

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 3.1. Develop shared understanding of speech pathology 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 2.1. Demonstrate self-awareness 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.6. Engage in learning with colleagues, students and the community
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping
	Speech Pathology Australia Professional Standards (2021) - 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.5. Acquire, critique and integrate knowledge from a range of sources 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.7. Advocate for optimal communication and swallowing

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.2		Comply with legislation, standards, policies and protocols
1.3		Provide safe and quality services
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.5		Maintain high standards of communication, information sharing and record keeping
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.1		Demonstrate self-awareness
2.2		Use critical reflection to inform professional development and practice
2.3		Plan personal development goals
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
3.1		Develop shared understanding of speech pathology
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response
3.6		Support development of the profession

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

2025 update: Attendance is no longer weighted as an assessment item (e.g. 10%). However, students are required to participate in lectures and tutorials as scheduled to meet graduate entry requirements (attendance at 80% of lectures). Learning content has been revised to improve student learning experiences based on student feedback regarding specific topics, and to address changes in the professional standards. The assessment tasks have been changed to streamline both the project processes and the assessment tasks, reducing from 6 to 5. Previously students presented project outcomes to their contact professional/team (not assessed), handing them a report and resources (not assessed), but were then assessed on a further presentation and a further report. Students will now submit a recording of their site presentation and a copy of the report, minimising double ups. Student groups will then present a reflective discussion in class rather than submitting a written reflection.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CSCD4052: Professional Issues

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links